An Intervention Study On Inhibitory Abilities In Preschool Children With Autism

The improvement of inhibition ability is of vital significance to the improvement of working memory and executive function of children with ASD.Cognitive function training is an important trend of intervention development in the future,and it is expected to change the cognitive nerve function defects of ASD children.This study mainly explores the inhibition ability and intervention effect of preschool ASD children.This study adopts a pre-and post-test experimental design of the intervention group-control group.Preschool children with autism aged 4-7 are used as the research objects.The research objects are matched into ASD children through the Autism Children Rating Scale and the Raven reasoning test.Group(13),ASD child control group(13),TD child control group(13),through the improved emotional Go/no-go task and Flanker task for pre-test and post-test,and ASD children.The intervention group underwent an 8-week game situation intervention.The research results were sorted and analyzed by SPSS24.0 statistical software to explore the impairment of the inhibitory ability of children with autism and the effect of intervention.This study combines the characteristics of children with autism and the actual situation to design appropriate research materials,and explores the impairment of the inhibitory ability of children with autism through the emotional Go/no-go task and the Flanker task;and according to the Go/no-go task and the Flanker task,design game situations to intervene in children with autism,and explore the effect of intervention.Research results:(1)The pre-test results showed that the accuracy and reaction time of ASD children in the Flanker task and emotional Go/no-go task were extremely significant differences from those of TD children;there are no significant differences in the accuracy and reaction time between the ASD children intervention group and the ASD children control group in the Flanker task and the emotional Go/no-go task.(2)The difference between the post-test and the pre-test of the ASD children intervention group found that there are significant differences in the accuracy of the Flanker task and the accuracy of the emotional Go/no-go task and response time before and after the intervention;but there is no significant difference in the response time of the Franker task;(3)The difference between the post-test and pre-test increments between the ASD child intervention group and the ASD child control group showed that the accuracy of the Flanker task and the accuracy of the emotional Go/no-go task and the reaction time of the ASD intervention group were higher than ASD control group,and the response time of the Flanker task is not significant;(4)To maintain the effect,there is no significant difference between the correct rate of the Flanker task and the correct rate of the emotional Go/no-go task and the tracking test results and post-test results during reaction;there is no significant difference between the response time tracking test results and the post test results of the Flanker task,and the maintenance effect is stable but the effect is not good.Conclusion: The play situation is generally helpful to improve the inhibition ability of children with autism,and has a good maintenance effect,but it cannot significantly improve the reaction time of children under multiple interference tasks.